Tameshia Johnson

I am Tameshia Johnson from Oxford, Mississippi. When I began college, I elected to major in Environmental Biology. After losing interest in this major, I researched the area of Communicative Disorders and was invited to a clinic to observe a therapy session with a child who had been diagnosed with Autism. My interest in the profession was piqued at that moment, and I intensified my efforts to learn more about the field. Three and one-half years later, I earned the Bachelor of Arts degree in Communicative Disorders from the University of Mississippi.

Upon enrollment in graduate studies at Tennessee State University (TSU), I was indecisive about the preferred population age that I wanted to work with. My clinical observations took place in several sites, including an Elementary School, a Veterans’ Administration Medical Center, and the Pediatrics Division of a large hospital. Upon completion of the practicum in the hospital settings, I felt certain that I wanted a career in some type medical environment.

Soon thereafter, I was introduced to the BASE-TN (Become A Special Educator in TN) Initiative, a Tennessee Department of Education, Division of Special Education, sponsored program that provided tuition support contingent upon my serving as a Speech Language Pathologist in a Tennessee school system two years for each year of financial support received. Initially, I was hesitant about accepting a position in a kindergarten-12 school setting.

In June 2005, I was employed by the Williamson County Schools of Franklin, Tennessee where I am currently the Speech Language Pathologist at Sunset Elementary and Middle Schools. I absolutely love the environment! I know that I am making a significant difference in the lives of the students. At this time, I am uncertain as to whether I am interested in the medical aspect of Speech-Language Pathology anymore. Commitment, hard work and great effort can make a significant difference in the lives of children. The financial support of the BASE-TN Teaching Program and the rigid Speech-Language Program at Tennessee State University formed a partnership that enabled me to be in a position to serve students with speech and language disorders.

For more information about the BASE-TN Initiative, visit www.k12.tn.us/BASE-TN or call 1-888-212-3162.

Amy Banks

As a graduate student at Tennessee State University (TSU), my goal is to become a Speech-Language Pathologist who serves students with disabilities. I currently hold a Bachelor’s degree in Education from the University of Tennessee at Martin and a Master’s degree in Administration and Supervision from Murray State University.

My employer is a rural school system, and – like many other school systems in Tennessee – it has been unable to attract certified Speech-Language Pathologists. A cooperative search was made by the Supervisor of Teachers and the Director of Schools to identify program options that would allow me to pursue Master’s level certification in Speech-Language Pathology while remaining a fifth-grade teacher. The search lead to the Online Speech-Language Pilot Program offered by Tennessee State University. I was selected to become a member of the first cohort enrolled in a year of prerequisite courses. All students in the cohort were licensed teachers with a degree in education. During that first year in the Online Speech-Language Program, the basics and fundamental aspects of speech and language were taught. Thereafter, the cohort enrolled in the first year of graduate school, and it was wonderful!

Initially, I was apprehensive about returning to school due to family and work responsibilities. However, with careful planning and some sacrifices, I have been able to effectively accomplish both goals.

Currently, I am employed as a Speech Therapist in a rural school district in Tennessee, with ongoing mentoring provided by a fully licensed Speech-Language Pathologist. I serve approximately 70 children who have special needs in speech and language.

Financial support for my enrollment in the TSU Online Program has been provided by the BASE-TN (Become A Special Educator in TN) Initiative, a program sponsored by the Tennessee Department of Education, Division of Special Education, that provides financial support for eligible candidates who seek to earn a special education teacher license and serve in a Tennessee school two years for each year of BASE-TN support received. This Initiative is designed to help Tennessee address the shortage of properly licensed special educators who serve students with disabilities.

For more information about the BASE-TN Initiative, visit www.k12.tn.us/BASE-TN or call 1-888-212-3162.

Wen Lu

After working in the corporate world for 10 years as a computer sales manager, I began looking for a career change. I became a substitute teacher in the spring of 2004. This piqued my interest in becoming a full-time teacher. The BASE-TN (Become A Special Educator in TN) Initiative, a tuition-support program sponsored by the Tennessee Department of Education, Division of Special Education, provided an opportunity for me to become a special education teacher, and Fisk University’s Special Education Program gave me a path to reach that goal. The BASE-TN Program provides financial assistance to eligible professional personnel who desire to earn a Tennessee teacher license in special education. This support involves a commitment to teach in a Tennessee public school two years for each academic year of financial support received, serving students with disabilities.

As an Asian immigrant, I received my elementary education in Taiwan. I traveled with my parents to North Africa and attended the middle school there. They wanted to provide the best education possible for me. Thus, I was sent to Christian Academy in Houghton, New York, and I completed high school in Denton, Texas. Although I did not understand the English language very well during my high school years, the teachers were all very patient, and they held high academic expectations for me.

I embraced cultural diversity during my middle and high school years. I realized that people from different cultures look differently, but deep inside, all persons have the same aspirations: love, respect and peace. There were two key aspects of my professional development at Fisk University: (1) the instructional strategies, and (2) the classroom observations. Fisk University professors taught me how to develop, implement, and evaluate an effective curriculum in the regular and special classroom settings. I was also taught how to effectively manage inappropriate behaviors using various techniques.

During classroom observations, I discovered that many children have learning disabilities that generally delay their academic progress. This further delays their development in social skills and language communications. Their emotions erupt from time to time, and these eruptions are often misunderstood. Underneath this erratic behavior are wonderful personalities and academic potential waiting to be discovered and developed. I wanted to become a special education teacher to provide these students with individualized instruction and to help them in developing skills to become productive citizens.

I received my Tennessee Special Education teacher license in May 2006, and I look forward to teaching students who have special needs who are enrolled in a large urban system. The BASE-TN Teaching Program provided significant financial support, enabling me to reach this goal.

For more information about the BASE-TN Initiative, visit www.k12.tn.us/BASE-TN or call 1-888-212-3162.